NR228Nutrition,HealthandWellnessRUANutrition

NR228 Nutrition, Health and Wellness
RUA: Nutritional Assessment (Team Project)
Guidelines
PURPOSE
To evaluate, compare, and analyze menus from different agencie
s and suggest revisions for healthier food choices based
on the cultural and age group. Students in a cultural concentrati
on will use that specific cultural focus to complete this
assignment. Those students in a cultural concentration (such as t
he Hispanic concentration) should be grouped together
for this assignment. However, should the groups be mixed (with
students in the cultural concentration and students not
in the cultural concentration), the RUA must explore the cultura
l concentration (e.g., Hispanic).
COURSE OUTCOMES: This assignment enables the student to
meet the following course outcomes:
CO1. Assess whether nutritional intake provides basic nutrients
for optimal health and wellness.
(POs 1 & 2)
CO2. Describe nutritional needs for optimal health and wellness
throughout the lifespan. (POs 1 & 2)
CO3. Discuss the psychological, sociological, economical, and c
ultural implications of food on
nutritional status. (POs 1 & 2)
CO4. Describe evidence based practice interventions and modifi
cations in nutrition therapy that can

positively influence the outcome of disease and illness. (POs 1
& 8)
DUE DATE: Your faculty member will inform you when this as
signment is due. The Late Assignment Policy applies to
this assignment.
POINTS POSSIBLE: 100
IDENTIFYING TARGET GROUPS
Your team will be assigned the specific type of facility menu to
research. As a team, you will select two facilities
which care for you population’s demographic (age, culture, med
ical condition). For teams with one or more
members enrolled in a cultural concentration option, the entire t
eam should select facilities which care for that
populations demographic.
Search for some differences between the facilities, such as urba
n versus rural, small versus large, or teaching
versus non‐ teaching organizations.
s and populations may include
o Daycare center: Preschool‐ aged children
o Elementary schools
o High schools
o College
o Hospital
menu
Specific hospital units (postoperative, obstetrical, or medical)

o Community Center
o Meals on wheels
o Daycare center: Geriatric adult
o Senior center
o Assisted living
o Nursing home
PREPARING THE ASSIGNMENT
INFORMATION ABOUT THE TEAM CHARTER
1.
The instructor will assign teams and provide the team’s assigne
d age group and the type of facility in which the
clients receive care.
Guidelines
NR228 RUA Nutritional Assessment V3.docx Revised: SEP18
2
a.
Team size may vary, depending on class size. Three to five stud
ents per team is ideal.
2.
All team members must complete and sign the Team Charter For
m. A copy of the form is then submitted by each
student to their individual dropbox, in addition to the copy sub
mitted by the Team Leader in the next step.
a.
The team charter is located in the Week 1 Explore section. A dr

opbox for submission is located in the
Week 2 Explore Section.
b.
Select one student to be Team Leader. This individual is respon
se for submitting the presentation and
accompanying outline of the speaker’s notes to the designated T
eam Discuss Thread, as directed by your
faculty member.
i.
NOTE: Both documents will be submitted to TurnItIn for origin
ality of content evaluation.
3.
All team members will receive the same grade for each delivera
ble unless it is determined that a team member
did not participate in the planning and completion of the assigne
d portions of the project.
CREATING THE PRESENTATION
The presentation is to be created using Microsoft PowerPoint 20
07, 2010, or higher. Length is 10‐ 18 slides, not including
the title and reference pages.
REQUIREMENTS
1. Title Page (2 points/2%)
a. The title page/slide lists
i. Type of facility
ii. Cultural focus
iii. Names of ALL team members

2. Introduction (3 points/3%)
a. Presentation introduction includes the
i. Purpose of the presentation
ii. Cultural concentration
iii. Age group
3. Current Menu Analysis (5 points/5%)
a.
Analyze the menus that the team has selected based on the follo
wing criteria. Provide rationales for your
analysis.
i. Identify
1. Healthy/unhealthy menu selections
2. Appropriate for nutritional requirements of age group
3. Influence of cultural and regional food practices
ii. Consider
1.
Does the menu selected provide adequate amounts of protein, fa
ts, carbohydrates, vitamins, and
minerals?
2.
Over the course of a full day and week, are individuals provided
with a balanced diet?
3.
Does this diet allow for differences in dietary patterns related to
the culture or age group selected?
4. Create Sample Menu (20 points/20%)
a.
Create a single day’s replacement menu providing healthier choi
ces for each menu analyzed, including the

following.
i. Breakfast, lunch, and dinner options
ii. Age considerations
iii. Potential health concerns
iv. Cultural influences
v. Regional patterns
vi. Nutritional components of your food choices
vii.
Two references that support your choices included on the slide
or in the speaker’s notes
5. Compare Menus (20 points/20%)
Guidelines
3
i.
Compare each original menu with the corresponding replacemen
t and explain how the replacement menu
offers better nutritional options while still reflecting specific cu
ltural choices
ii.
Include two references that support your choices on the slide or
in the speaker’s notes
6. Barriers (20 points/20%)
a.
Identify three barriers that may prevent the provision of optimal

ly healthy meals for the select population.
Barriers may include
i. Geographic location
ii. Health of the population
iii. Culture of the population and surrounding community
iv. Socioeconomic challenges
v. Available food choices
vi. Other barriers, as identified
vii. Include reference citations to support key points, as needed
7. Summary (10 points/10%)
a. Summarize key points
i.
What have you learned about the population and their nutritiona
l needs?
ii.
How will completing this assignment influence your nursing pra
ctice?
8. Presentation Quality
a. The presentation’s content and appearance
i.
Adhere to accepted guidelines for presentations (use of color, g
raphics, space, and other visuals)
ii.
Includes speaker notes to communicate content without overcro
wding slides
9. APA Format and Length
a.
Four to six scholarly references, excluding the textbook, are use
d
i.

Citations are included on the slide when material from that sour
ce is included
ii. Cited references are included on the reference slide
b. Uses appropriate APA format (6th ed.) and is free of errors
c. Grammar and mechanics are free of errors
d.
Presentation is 10‐ 18 slides, excluding title and reference slide
s
Guidelines
4
GRADING RUBRIC
Criteria are met when the student’s application of knowledge wi
thin the paper demonstrates achievement of the
outcomes for this assignment.
Assignment Section and Required Criteria
(Points possible/% of total points available)
Outstanding Good Acceptable Poor Criteria not
Present
Title Page
(2 points/2%) 2 points 1.5 points 1 point 0 points
Required Criteria
of facility
focus

of ALL team members
Includes all required
criteria
Includes two
of the
required
criteria
Includes one
of the
required
criteria
Introduction
not present
Introduction
(3 points/2%) 3 points 2 points 1 point 0 points
Required Criteria
purpose of the presentation
cultural concentration
group focus
Includes all required
criteria
Includes two
of the
required
criteria
Includes one
of the

required
criteria
Introduction
not present
Current Menu Analysis (5 point/5%) 5 points 3 points 1 point
0 points
Required Criteria
Analyze the menus that the team has selected based
on the following criteria and provide rationales for
your analysis:
lthy menu selections with
rationale
for nutritional requirements of age
group with rationale
influence of cultural and regional food
practice with rationale
Includes all three criteria
and rationales
Includes two
criteria and
rationales
Includes one
criteria and
rationale
Current
menu

analysis not
present
Create Sample Menus
(20 point/20%) 20 points 18 points 16 points 15 points
0 points
Required Criteria
Create a one‐ day replacement sample menu of meals
with healthier choices for each original menu.
Include:
lunch, and dinner options.
considerations, potential health concerns,
cultural influences, and regional patterns.
components of your food choices.
nation of why the sample menus are
better nutritional options for both facilities.
reference citations
Includes no
fewer than
five criteria
Includes no
fewer than
four
criteria
Includes no
fewer than
three
criteria
Includes no

fewer than
two criteria
Includes one
or no criteria
Compare Menus
Required Criteria
each original sample menu with its
corresponding replacement menu
Explain why the team’s menus are better
nutritional options for your two facilities.
at least two references
Includes all three criteria Includes two
criteria
Includes one
criteria
Comparison
of menu not
present
Barriers 20 points 16 points 15 points 0 points
Guidelines

5
(20 points/20%)
Required Criteria
three or more barriers to optimal
nutritional value of meal plans
Includes no fewer than
three barriers
Includes no
fewer than
two barriers
Includes one
barrier
Barriers not
present
Summary
Required Criteria
arizes key points from each section of the
presentation
about what you have learned from
the assignment
you will apply as nurses.
Includes all three criteria Includes two

criteria
Includes one
criteria
Summary
not present
PowerPoint Presentation Appearance
(10 points/10%) 10 points 8 points 0 points
Required Criteria
Quality of the professional presentation and visual
appearance of PowerPoint adhere to:
guidelines for presentations
PowerPoint use (color, graphics, and other
visuals are allowed).
use of speaker notes to avoid
overcrowding of slides and communicate
content.
Includes all criteria Includes one criteria PowerPoint
presentation
appearance
criteria
missing
APA Style and Organization
(10 points/10%) 10 points 9 points 8 points 7 points
0 points
Required Criteria
formatting is used with the four to six

references. The textbook is not used as a
reference.
‐ text reference citations are found on the
slides where they are referenced
is included and match the
reference listing on the reference slide.
and mechanics are correct.
should be no less than 10 or greater
than 18 PowerPoint slides, not including title
and reference page
Includes all
five criteria
Includes
four
criteria
Includes
three criteria
Includes
criteria
APA format
and length
of
presentation
includes one
criteria are
not
addressed

Discuss the actions that prompted the "border control offensive"
and made the issue of illegal immigration a priority along the
SW border and contrast this with the northern border. (Consider
this in light of the activities since 2017).
Border control offensive came about after 9/11 occurr ed and its
focus was to prevent terrorist from entering the United States.
Then following this was the enforcement of illegal immigration.
The southwest border has approximately 30 times more border
patrol agents then that of the northern border, which has shed
light that the northern border is more vulnerable to terrorism or
immigration.
Regarding border enforcement, describe who is the enemy and
discuss any public health and safety concerns.
Initially the deemed enemy was that of terrorists or anyone
intending to harm those within the United States, over time this
has evolved into not only to disrupt terrorism, but to enforce
our borders, particularly, in regards to our southern border from
immigration.
Another enemy would be border or immigration agents that take
bribes or those that use excessive force and abuse their power
when patrolling the border.
A big issue with border enforcement is how rough the border
patrol (BP) agents can get with migrants and this results in the
migrants being injured or sometimes even killed. At times BP
agents will keep migrants from receiving volunteer or
humanitarian assistance by arresting them. At times migrants
aren’t even required to give consent and are searched by
medical personnel, even though BP doesn’t have a court
mandated document (warrant). In addition to the above there are
various laws or violations occurring when it comes to those
seeking asylum or policies that are implemented by hospitals
(Hampton, 2019).
Are the concerns the same on both the southwest and northern
borders?

The concerns on the southwest border took the priority for quite
some time, but because the southwest border has become
increasingly more difficult to cross more people are utilizing
the northern border. The population of Mexicans that crossed
from the northern border has increased greatly over the past
several years, along with other nationalities as well.
In June 2018 DHS announced a strategy to update border
security on the northern border. DHS states it will review and
update the Northern Border Strategy (NBS) every 5 years (DHS
Announces Strengthened Northern Border Strategy, 2018).
· Athena
DHS Announces Strengthened Northern Border Strategy.
Department of Homeland Security. (2018, June 12).
https://www.dhs.gov/news/2018/06/12/dhs-announces-
strengthened-northern-border-strategy.
Hampton, K. (2019, August 7). Zero Protection: How U.S.
Border Enforcement Harms Migrant Safety and Health.
Physicians for Human Rights. https://phr.org/our-
work/resources/zero-protection-how-u-s-border-enforcement-
harms-migrant-safety-and-health/.
Hello class,
According to our Protective Operations: A Handbook for
Security and Law Enforcement textbook on page 3, it states "In
protective work, the mission is to move the principle from point
A to point B without Incident". Although this does sound easy
and pretty straight forward, there is an endless amount of
variables that will determine how security reacts and responds.
While reading through our textbook, there were multiple things
that were different about police work compared to protective
services, but the one that stood out to me the most was the
concept of retreating instead of trying to engage or apprehend
an enemy who is carrying out an attack. While protecting
someone, the priority is getting them to a safe place unharmed,

while in police work, the objective is to arrest the person
committing a crime. It really is a textbook example of 2
different mind sets that are used for different purposes.
A protective plan should include a clear and specific Use of
Force policy. According to chapter 2 on page 5 of our textbook,
it explains that "within this section they would expect to find
the rules and regulations to which they are held accountable
during the performance of their job". This policy covers things
such as shooting a moving vehicle, regulations for providing
medical aid and a slew of other information. It is so important
that everyone that is a part of the protective services team be
well versed in use of force policies to avoid any negative
consequences that could stem from improper actions. Protecting
the principle is always the #1 priority above all else.
-Trevor
Works Cited
Glen McGovern, Protective Operations: A Handbook for
Security and Law Enforcement, Chapters 1&2, Pages
3&5, https://web-a-ebscohost-
com.ezproxy1.apus.edu/ehost/ebookviewer/ebook?sid=291c8c08
-13a7-40f6-a8c6-
d40ece0c8316%40sessionmgr4006&ppid=pp_Cover&vid=0&for
mat=EB
Good afternoon for this week discussion Ill speak on the
principles of protection, what a protective plan should include
as well considerations between the law enforcement mindset and
executive protection mindset. Finally, considerations for
protecting the principal.
As discussed in our reading the principles of protection range
from all potential hazard and reducing risks from Intentional
injury, Unintentional injury, Embarrassment; and Unauthorized
release of information to include the principal's schedule. In
simpler terms it generally covers any form of injury on a person
whether it be on purpose or an accidental hazard. Being publicly

humiliated or blackmailed. As described, this would include the
individuals schedule or PPI (personal protected information)
from being released publicly. A plan for this subject should
include Nearest fire, police departments, hospital , exfil
/alternate plans for extraction out the area , a risk assessment
of the area an info on the principle in which you are protecting
and who are working with.
Certain differences that would be different from the law
enforcement side of the house to protective security would be
that in the eyes of a law enforcement official they are tasked
with the safety of the whole publics well being whereas on a
security detail. . A scenario of this would come as if there was
an immediate threat to the principal you may be protection in a
law enforcement mindset you deescalate the situation in the
most efficient manner to protect the public by facing it head on,
whereas from a protection although similar in function you
prioritize moving the principal away from the threat or threats
to minimize potential harm to the principal and allocate forces
to handle the threat if needed.
Several factor that you would have to take into considerations
when protecting the principal is the area in which you are
working, assessing any know or possible threats I the area, and
to make red cell assessments of the target so you for one
understand as to why the principle is a target and to play the
part of a threat to your principle to snuff out any potential lacks
of security in your protection detail. You can also include
routes if you are moving from area to area, or the type of detail
that might be needed for a specific mission for the principal.
Hello class and Professor,
Discuss the actions that prompted the "border control offensive"
and made the issue of illegal immigration a priority along the
SW border and contrast this with the northern border.

The border control offensive was based on a strategy by the
INS called "Prevention through deterrence" (Andreas, 2009,
pp.92). This was different from the previous strategy, which
was apprehension after the illegals had already entered the
country. This lead to a lot of stop and frisk type of searches
involving individuals fitting a certain description and requiring
documentation. Deterrence being discouraging an action or
event by instilling doubt or fear of the consequences. The action
is coming across the border and entering the country illegally.
The measures implemented to instill fear into those illegal
migrants were a series of actions such as; consequences should
they be captured. Some of these were harsher penalties (jail
time). It also improved security measures like additional law
enforcement, upgraded technology, and DHS agents at the
border. Over the last couple of decades, the border patrol's
focus has evolved from being primarily concerned with
terrorists, focusing on immigrants due to a handful of reasons,
such as the overwhelming number of immigrants entering the
country illegally. In 2012 alone, the number passed 11 million.
The southern border is different from the north, being it has
more immigration, more traffic, business operations, and more
ports and than that of the north.
Regarding border enforcement, describe who is the enemy and
discuss any public health and safety concerns.
The enemy in this situation can be seen from two different
perspectives. Individuals entering the country illegally and
bring contraband are hurting the country and can be seen from
the immigration point of view as the enemy. However, those
individuals that are fleeing and trying to claim asylum or
improve their way of life legally most likely see the US
immigration system as the enemy. The DHS are protecting the
border and the American people from terrorist, weapons, drugs,
and illegal of undocumented aliens. There are a ton of public
health and safety concerns. Close-quarter living can be
dangerous, especially during Covid; also, hundreds of illegals
attempt to cross the border and die or get injured during their

journey.
Are the concerns the same on both the southwest and northern
borders? (LO5.1 & LO5.2)
Both borders have similar issues, but the numbers show
greater migrants at the southern border, more illegal drug trade
actions, and other smuggling efforts.
Ref:
Andreas, Peter. Border Games: Policing the U.S.-Mexico
Divide, Second Edition. Ithaca: Cornell University Press, 2009.
Ewing, W. A. (2014). "Enemy territory": Immigration
enforcement in the US-mexico borderlands. Journal on
Migration and Human Security, 2(3), 198-222. Retrieved
from https://search-proquest-com.ezproxy1.apus.edu/scholarly-
journals/enemy-territory-immigration-enforcement-us-
mexico/docview/1685004690/se-2?accountid=8289

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